Explore the vast range of titles available.

This paper focuses on the review and subsequent revision of the primary curriculum that took place between 2010 and 2014. Three central contentions are made about the review process: (1) it ignored the need for dialogue and consensus among the various parties that make up the delicate and interlocking set of relationships in the English education system; (2) it at first purported to integrate the views of higher education and then ignored, marginalized, and dismissed them; and (3) despite claiming to be based on best practice in other 'jurisdictions', it failed to take account of alternative views about approaches to curriculum innovation and instead focused on a limited and instrumentalist view that was treated as being uncontestable.

Recent years have seen a fluctuation in the awarding gap between white and non-white students across higher education in the UK, with the most recent numbers indicating a widening of the gap. Such statistics have ignited efforts across universities to identify possible explanations and solutions to the existing awarding gap. With research pointing to the important role of students’ sense of belonging in the positive university experiences of students from minority ethnicities, initiatives have focused on increasing this sense of belonging through curriculum design and delivery. Namely, institutions are moving towards decolonising, or liberating, existing curricula to facilitate an inclusive educational culture. Leaning on success stories from previous projects, this paper presents a case study of working with students to decolonise the curriculum of crime science at University College London. The paper presents the customisation of the UCL Inclusive Curriculum Health Check, a review of the curriculum of BSc Crime and Security Science, and a heatmap and descriptive results of the indicators of an inclusive curriculum. The outcome of the study illustrates the importance of working with students to dismantle colonial narratives in existing curriculum design, and the added value of customising existing frameworks to fit discipline needs. The results and outcome of the project are discussed in relation to the prior literature, and considerations of future directions and limitations of the study are offered.

In South Africa and internationally, the alignment of health professions education programme with primary healthcare (PHC) policies is seen to promote the training of fit-for-purpose graduates who can adequately respond to the demands of patient and community needs. This article seeks to describe the development of a tool to assess the degree of PHC in an undergraduate medical curriculum. In defining what is meant by PHC, four dimensions of PHC were identified for the purpose of designing the tool, namely values underpinning PHC, principles of PHC, a generalist focus of the programme, and the level of care that the programme is delivered at. The tool also sought to assess how the content in these dimensions is covered in the curriculum and to which depth students are required to engage. The perspectives that were considered were: what content was being covered, what pedagogy was used, in which context it was being taught and how it was being assessed. For each of these aspects, the dimensions are assessed using an amended Miller’s pyramid to assess the expectations of outcomes for the curriculum. The tool is presented and the article reflects on the use of the tool in a process of assessing a medical curriculum.

In recent years, Information and Communication Technology (ICT) has become an indispensable part of education globally, transforming the way teachers teach and students learn. The benefits of ICT integration in education are numerous, and its success has been well-documented. However, despite its potential, the integration of ICT into teaching and learning at the basic level remains a challenge in many parts of the world, including Northern Ghana. This study aimed to investigate the challenges that hinder the effective integration of ICT into teaching and learning at the basic level, with a focus on Public Junior High Schools in the Kumbungu District of Northern Ghana. A case study design was employed as part of a qualitative study approach to achieve the stated goal. The findings revealed that several obstacles hinder the effective integration of ICT, including the lack of ICT infrastructure and tools, internet connection, and electricity supply in schools. These challenges frustrate teachers' efforts to leverage ICT to enhance teaching and learning. To address these challenges, the study recommends providing adequate ICT infrastructure, training teachers to effectively use ICT, and reviewing the curriculum to incorporate ICT skills. Additionally, ensuring equal access to ICT resources, fostering partnerships between schools and stakeholders, and securing sustainable funding to support long-term development are crucial. By implementing these measures, schools can enhance teaching, learning, and student outcomes in the digital age, ultimately preparing students for success in an increasingly technology-driven world.

Most public universities in South Africa offer Extended Curriculum Programmes (ECPs) that aim 'to create the curriculum space needed to enable talented but underprepared students to achieve sound foundations for success in higher education'. This paper is set in the qualitative paradigm. It aims to explore the experiences and perspectives of former Faculties of Science, AgriSciences and Engineering (STEM) ECP students, how the ECP opportunity impacted their lives during and after their studies at the institution, what aspects of the STEM ECP were valued most, what attributes they developed in the ECP and what can be improved? For this purpose, we explored the narratives of 25 former STEM ECP students from Stellenbosch University (2010-2016 cohorts). Analysis of the interview transcripts led to the generation of themes and clusters that capture the impact and value of this ECP, such as developing critical skills, support structures and fundamental scientific knowledge during their first (foundation) year. The interviewees further shared some views on the STEM ECP curriculum which may be considered to direct academic renewal initiatives going forward. Most public universities in South Africa offer Extended Curriculum Programmes (ECPs) as a space to prepare selected (talented but possibly underprepared) students for success in higher education. This study presents the views and experiences of 25 former ECP students from a South African university's Faculties of Science, AgriSciences and Engineering (STEM), gathered from online interviews. The narratives centred around the research questions of how the ECP opportunity impacted their lives during and after their studies at the institution, what aspects of the STEM ECP were valued most, what attributes they developed in the ECP and what can be improved? Prominent themes emerging from the interview data included the students developing critical skills, essential support structures and fundamental scientific knowledge during their first year. The interviewees further highlighted the opportunity to study in higher education offered by the ECP and its role in helping them achieve academic success.

There is growing momentum for PhD curricula to move away from traditional apprenticeship models and to adopt competency-based education models. The objectives of this study were to identify key drivers for adopting competency-based curricula during PhD training and to articulate key competencies to be developed as part of the curriculum for PhD public health training. Relevant peer-reviewed and grey literature published between 2002-2022 was included. Data were extracted using Microsoft Excel and the findings were grouped descriptively. 22 records were included, with the USA showing the most progress regarding competency integration. Key drivers for adopting competency-based curricula include meeting emerging challenges in the public health field and preparing graduates for a labour market beyond the academic route. Communication and leadership skills have emerged as key competencies that require further development. PhD education must be underpinned by clearly defined competencies relevant to the public health context and supporting graduates move to the next phase of their careers.

Every society will not remain in one condition only, but undergoing continuous change in its various aspects; social, economic, and political. No single society is fixed and unchanged. Therefore, it can be said that every society is changing, and always changing. The educational curriculum must be flexible and can be improved. If there are substantial changes occurring within a society, the educational curriculum needs to be reviewed so that it can go hand in hand with the change, then its value and function can serve as a correct tool for educating the children of the community. If not, then the educational curriculum will become something foreign, which is no longer suitable for the people who have undergone a change. The educational curriculum is required to give sufficient attention to the orientation of the phenomenon, the extent of its impact and its influence on people's lives. Setiap masyarakat tidak akan tetap berada dalam satu kondisi saja, tetapi mengalami perubahan secara terus menerus dalam berbagai aspeknya; sosial, ekonomi, dan politik. Tidak ada satu masyarakat pun yang tetap dan tidak berubah. Oleh sebab itu, dapat dikatakan bahwa setiap masyarakat itu mengalami perubahan, dan senantiasa berubah. Kurikulum pendidikan itu harus lentur dan bisa diperbaiki. Jika ada perubahan mencasar yang terjadi di dalam suatu masyarakat, maka kurikulum pendidikannya perlu ditinjau kembali agar dapat berjalan seiring dengan perubahan tersebut, lalu nilai dan fungsinya dapat dijadikan sebagai satu perangkat yang benar untuk mendidik anak-anak masyarakat. Jika tidak, maka kurikulum pendidikan tersebut akan menjadi sesuatu yang asing, yang tidak cocok lagi untuk masyarakatnya yang telah mengalami perubahan. Kurikulum pendidikan dituntut untuk memberikan perhatian yang cukup kepada orientasi fenomena, sejauh mana dampak dan pengaruhnya dalam kehidupan masyarakat. 

The study looked at how the history curriculum was implemented in senior high schools in the Asuogyaman District of Ghana. The research used a mixed-methods research strategy, particularly the convergent design. The cluster sampling technique, proportional allocation and simple random sampling technique were used to choose a sample size of 200 Form 2 history students and censused 5 history teachers from four public senior high schools in the district. For the students, a 28-item questionnaire was used for data collection. The teachers were interviewed and their lesson delivery was observed. The qualitative data was organized into narrative themes, whilst the quantitative data were analyzed using means and standard deviations. The quantitative data was integrated with the qualitative data throughout the data integration process. From the findings, history teachers frequently used discussion, lecture, and question and answer methods of instruction. The teaching and learning aids used were supplementary textbooks and wall maps. The findings of this study point to the need to improve history teaching. As a result, head teachers of schools should encourage their teachers to lay emphasis more on the use of learner-centred teaching methods. Again, Ministry of Education should provide adequate instructional resources, especially audio and audio-visual resources to the schools.

This study was undertaken within the Degree in Clinical Technology program at Durban University of Technology, South Africa. Clinical technology curricula in South Africa have undergone several changes in response to the demand for a more integrated curriculum. This served as a catalyst for this study, which explored students' and academics' perceptions of the factors that influence learning experiences during work-integrated learning (WIL). A qualitative exploratory research design within an interpretivist paradigm was utilized. The sample comprised 13 students registered for Clinical Technology in the Faculty of Health Sciences, and four academics. Four themes reflecting various factors influencing learning experiences during WIL emerged: learning culture, social nature of learning, student attributes and learning in the time of COVID-19. This study has shed light on factors that influence the learning experiences of Clinical Technology students during WIL and may inform possible improvements to learning experiences, as well as the WIL of students in other contexts.

To describe an evaluation of and improvements made to a process of systematic curriculum review. The systematic curriculum review process was developed with the goal of continuous curriculum assessment and improvement. Information on impact and feedback on the processes were collected from curriculum committee experience and an anonymous web-based survey sent to instructors of courses offered by the pharmacy school, and current and past curriculum committee members. Thirty (88%) participants completed the survey with 72% reporting course changes due to systematic curriculum review, such as changes to programmatic outcomes covered (77%), assessment strategies/grading (46%), course outcomes (38%), and content (38%). Based on feedback received, revisions were made to the process: changing the frequency of course review (from every 3 years to 4 years), including experiential and elective courses (supported by 63% of faculty), and streamlining the logistics of course review and presentation to the curriculum committee. The development of the systematic curriculum review process resulted in course improvements and a system to keep curricular mapping current. It was valuable in the most recent preparation of the self-study and could be readily transferred to other institutions.